Adaptive Leadership Strategies of School Principals in Improving Learning Quality in Elementary Schools of Ketanggungan, Brebes

Abstract

Headteachers play a central role in improving learning quality, particularly amid curriculum change, digital transformation, and increasingly diverse pupil needs. This study examines the contribution of adaptive leadership to improving learning quality at SDN Jemasih 02 and SDN Baros 04, Ketanggungan District, Brebes Regency. A qualitative case study design was employed through in-depth interviews with headteachers, classroom teachers, subject teachers, and school committee members, supported by classroom observations and document analysis. Data were analysed using an interactive model. The findings show that headteachers practised adaptive leadership by building a shared vision, empowering teachers in a structured manner, and remaining open to controlled experimentation when responding to curriculum change. Key constraints included limited resources, uneven teacher readiness to use digital technology, and insufficient time for reflection. Consistent adaptive strategies encouraged teacher innovation and improved pupil engagement in learning. Adaptive leadership serves as a bridge between education policy and classroom improvement in resource-constrained rural primary schools.